The term twice-exceptional is used to refer to a child who is both gifted and has one or more learning difficulty (ex: dyslexia, ADHD) or learning disability.

Twice-exceptional is sometimes abbreviated as 2e.

Officially, the number of 2e children is unclear.

However, based on the most recent research (2006) experts estimate that about 6% of children are 2e.

This estimate is based on the number of children who are identified as gifted in the United States and the number of children who receive services for their learning difficulty or learning disability.

Common characteristics of 2e children include:

• inconsistency in performance and test results

  • typically perform at very high levels on some, but not all, of the gifted screening tests used but tend to perform poorly on standardized tests

  • many do well on the WISC's spatial, pattern recognition, verbal comprehension, and abstract conceptualization measures

  • many do not do as well on measures of processing details and rote memorization (Kaufman 2002)

• discrepancy between expected and actual achievement

• demonstrating strengths in certain areas and weaknesses in other areas

• strong sense of curiosity in a subject area

• evidence of an outstanding ability or talent

• ability to concentrate deeply in areas of interest

• above average creative problem solvers

• above average perspective taking

Identifying a twice exceptional child allows the child to receive the appropriate individualized approach to education that they need. It helps ensure that a child is appropriately challenged in areas they are strong in and provided with appropriate interventions & accommodations in areas that they find difficult.

As I am sure you can guess, research shows that children who are identified as twice exceptional have a higher self-perception than those who are solely identified as having a learning difficulty or disability (Nielsen & Mortorff, Albert, 1989). If a child has been identified as having a learning difficulty or disability, it is important to also assess the child to see if they qualify as 2e.

A 2e children should be formally tested for a learning difficulty or disability and for giftedness.

If you think your child may have a learning difficulty or disability, you can request formal testing from your school by sending written communication to your school's administration & your child's teacher.

If you think your child may be gifted, you can request formal testing from your school. Formal testing for a learning difficulty or disability can happen any time of year. That is not always the case with testing for giftedness. Be sure to keep a look out as some schools only host the opportunity once a year due to the fact that assessing giftedness requires not just assessing the child but comparing the child's abilities to the abilities of their peers at that same moment.

Because 2e children typically perform inconsistently, it is important that the test used to determine giftedness is multi-dimensional. Only a combination of formal and informal assessments can accurately identify a twice-exceptional child.

Krochak & Ryan's research shows that formal testing to identify twice-exceptional children should include...

• a written assessment such as The Wechsler Intelligence Scales for Children (WISC)

  • It is important to separate out their test scores on IQ tests. The WISC includes a series of subtests. A review of these subtest IQ scores can help identify 2e children (Kaufman 2002).

• behavioral checklists completed by parents, teachers, & students

• portfolio reviews of work samples

• interviews